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Pages: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Microskill #5 - Correct MistakesExperts are fond of saying "we only learn by making mistakes" but both preceptors and learners find this microskill challenging. If not corrected, errors are likely to be repeated. In the long term, learners and their future patients will suffer if mistakes are passed by. To make both the giving and receiving of correction more pleasant and effective, do this after the learner has self-analyzed – they may well identify and correct the mistake themselves. When this happens, you can give positive feedback. When the learner is on the wrong track, the correction must be specific and focused on the professional content. This is not the time for comments on the personal attributes of the student or learner! Again, tone of voice and body language are almost as important as the choice of words to convey that you are coaching them to better performance through learning from mistakes. How could you do this? - some examples "I agree this patient’s headache is worrying him, but from the history and in the absence of neurological signs, CT is more likely to distract us with false positive findings than change the diagnosis or management plan. Let me give you some good references on that and help you discuss this with the patient." "That drug is often a good first choice for this condition, but she is also taking warfarin (or has an elevated creatinine) and the interaction would be dangerous." Note in many situations, the patient can be an extremely effective teacher. Consider asking the patient to tell the student or resident directly what was done well and what needs further practice. |
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Community-Based
Teaching Benefits - Strategies for Teaching in a Busy
Practice Page last updated:
February 24, 2003
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